The article reviews the book L' esperienza tragica come iniziazione: Lev Šestov [Tragic Experience as Initiation: Lev Shestov], by Aleksander Posacki.

Lev Isakovic Sestov e annoverato fra gli eccezionali filosofi del XX secolo. Questo pensatore di origine giudea, e un continuatore della corrente esistenziale del pensiero religioso di Pascal e Kierkegaard. Viene, pero annoverato pure - del resto insieme ai filosofi menzionati - alla corrente del pensiero tragico. Questo non e contradditorio perche ambedue le trame sono presenti alla riflessione di Sestov, anzi esse sono Ii, cosi inseparabilmente intrecciate, che fino ad oggi la riflessione del pensatore russo essenzialmente sfugge da ogni (...) interpretazione univoca. Nel frammento seguente del teste sto dimostrando che per Sestov l'esperienza tragica non e soltanto un inizio deU'esperienza religiosa, ma anche la sua condizione indispensabile, come un'IIniziazione. Sestov cerca l'esemplificazione di questa coincidenza particolare - l'esperienza tragica come un'iniziazione religiosa - sugli esempi dei vari pensatori di cui ha scrutato non soltanto le opere ma anche le biografie, partendo dalla premessa che esse sono delle realta collegate inseparabilmente. Sestov cerca l'affermazione di questa verita studiando la vita e le opere dei pensatori non soltanto tragici come Shakespeare, Ibsen, Nietzsche o Dostoevskij, ma sopratutto dei pensatori religiosi come Pascal o Lutero e Kierkegaard. In questi ultimi quel collegamento del tragico e della reiigiosita si e fatto evidente, mentre negli altri esso era soltanto parziale e embrionale. (shrink)

Lev Isakovic Sestov e annoverato fra gli eccezionali filosofi del XX secolo. Questo pensatore di origine giudea, e un continuatore della corrente esistenziale del pensiero religioso di Pascal e Kierkegaard. Viene, pero annoverato pure - del resto insieme ai filosofi menzionati - alla corrente del pensiero tragico. Questo non e contradditorio perche ambedue le trame sono presenti alla riflessione di Sestov, anzi esse sono Ii, cosi inseparabilmente intrecciate, che fino ad oggi la riflessione del pensatore russo essenzialmente sfugge da ogni (...) interpretazione univoca. Nel frammento seguente del teste sto dimostrando che per Sestov l'esperienza tragica non e soltanto un inizio deU'esperienza religiosa, ma anche la sua condizione indispensabile, come un'IIniziazione. Sestov cerca l'esemplificazione di questa coincidenza particolare - l'esperienza tragica come un'iniziazione religiosa - sugli esempi dei vari pensatori di cui ha scrutato non soltanto le opere ma anche le biografie, partendo dalla premessa che esse sono delle realta collegate inseparabilmente. Sestov cerca l'affermazione di questa verita studiando la vita e le opere dei pensatori non soltanto tragici come Shakespeare, Ibsen, Nietzsche o Dostoevskij, ma sopratutto dei pensatori religiosi come Pascal o Lutero e Kierkegaard. In questi ultimi quel collegamento del tragico e della reiigiosita si e fatto evidente, mentre negli altri esso era soltanto parziale e embrionale. (shrink)

Wiaczesław Iwanow należy do głównych animatorów tzw. renesansu rosyjskiego. Razem z D. Mereżkowskim, W. Rozanowem i N. Bierdiajewem, a także w pewnej mierze z L. Szestowem, stworzyli oni specyficzny kult Fiodora Dostojewskiego. Ten kult nie ograniczał się do podziwu dla twórczości literackiej rosyjskiego pisarza, ale wyrażał się również w traktowaniu Dostojewskiego jako filozofa, teologa, a może nawet proroka, który dotknął wszystkich najważniejszych kwestii nie tylko rosyjskiej historii, ale także historii świata i to nawet w kontekście eschatologicznym. Jak to określił M. (...) Bierdiajew, Dostojewski „był prawdziwym filozofem, największym filozofem rosyjskim. My już od długiego czasu filozofujemy o rzeczach ostatecznych pod znakiem Dostojewskiego". W. Rozanow stwierdza natomiast, ze F. Dostojewski to „wszechświatowy publicysta o znaczeniu historycznym, którego zainteresowania wychodziły daleko poza codzienność, a w apelach swych zwracał się do wieków i narodów, będąc prorokiem zapatrzonym w wieczność". (shrink)

Wiaczesław Iwanow należy do głównych animatorów tzw. renesansu rosyjskiego. Razem z D. Mereżkowskim, W. Rozanowem i N. Bierdiajewem, a także w pewnej mierze z L. Szestowem, stworzyli oni specyficzny kult Fiodora Dostojewskiego. Ten kult nie ograniczał się do podziwu dla twórczości literackiej rosyjskiego pisarza, ale wyrażał się również w traktowaniu Dostojewskiego jako filozofa, teologa, a może nawet proroka, który dotknął wszystkich najważniejszych kwestii nie tylko rosyjskiej historii, ale także historii świata i to nawet w kontekście eschatologicznym. Jak to określił M. (...) Bierdiajew, Dostojewski „był prawdziwym filozofem, największym filozofem rosyjskim. My już od długiego czasu filozofujemy o rzeczach ostatecznych pod znakiem Dostojewskiego". W. Rozanow stwierdza natomiast, ze F. Dostojewski to „wszechświatowy publicysta o znaczeniu historycznym, którego zainteresowania wychodziły daleko poza codzienność, a w apelach swych zwracał się do wieków i narodów, będąc prorokiem zapatrzonym w wieczność". (shrink)

The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and engaging with extremist students for educational interventional purposes. Previous research suggests that educational efforts to counter violent extremism can be exclusionary from the perspective of target audiences. In contrast, (...) this study draws on agonistic pluralism to provide an alternative to understand educational approaches that may help students disengage from violent extremism. The findings show that the selected educators argue the importance of trust, support and tolerance when engaging with extremist students. For these professionals, education should not downplay radical or extreme emotions but rather place them at the centre of educational engagement. Furthermore, it is suggested that educators’ empathic engagement may open the path for young people to disengage from violent extremism. (shrink)

Epistemicism associates vagueness with ignorance produced by semantic plasticity: the shiftiness of intensions in our language resulting from small changes in usage. The recent literature (Caie 2012; Magidor 2018; Yli-Vakkuri 2016) points to a missing piece in the epistemicist theory of vagueness, namely a clear account of the semantics of the definiteness operator Δ. The fundamentals of the epistemicist theory are well understood. However, the technical work of defining the definiteness operator has proven difficult. There are several desiderata that we (...) would like Δ to satisfy. For instance, we would like the epistemicist notion of ‘definiteness’ to interact well with modal operators and validate intuitive principles like ‘necessarily, if φ is definitely true, then φ is true’. Providing an account that would meet all such desiderata has eluded the epistemicists so far. In this paper, I present a novel version of a multidimensional model inspired by the work of Robert Stalnaker and David Kaplan. Using this model, I provide an account of epistemicist definiteness that meets our desiderata. (shrink)

The epistemicist theory aims to explain ignorance due to vagueness by semantic plasticity: the shiftiness of intensions across close possible worlds resulting from shiftiness in usage. This explanation is challenged by the Omniscient Speaker Puzzle (Sennet in Philos Stud 161(2):273–285, 2012). Suppose that an omniscient speaker, Barney, who knows all the facts about usage and how these facts determine the intensions of expressions, cooks up a scheme to stabilise the intension of a normally semantically plastic term like ‘rich’. It seems (...) that ‘rich’ would display all the phenomena associated with vagueness without being semantically plastic, thus making the epistemicist explanation of ignorance due to vagueness insufficient. In this paper, I present a few choice points for epistemicism that arise as a result of the puzzle. (shrink)

Different opinions about the simplicity of God may be connected with different understandings of how abstract terms are used to name the properties which are affirmed of a being. If these terms are taken to signify parts of that being, this being is not a simple one. Thomas Aquinas, who attributes essence, existence and perfections to God, nevertheless thinks that these are not different parts of God. When essence, existence and perfections are attributed to God, they all denominate the same, (...) the Being of the first cause. For Aquinas, this is a consequence of his way of introducing the language about God by basing it upon the philosophical ways leading to God as first cause. Awareness of this connection between Divine attributes and the arguments for God’s existence is crucial for an adequate understanding of Aquinas’ position. (shrink)

Procrastination as putting off until tomorrow what one had intended to do today is well-known tendency in everyday life. In an attempt to understand the character of procrastination in different life-domains, a large body of research has been accumulated over the last decades. This article was aimed to evaluate a specific decisional procrastination of school-to-work transition that is treated as maturity postponement. Two studies are reported examining SWT procrastination defined as career indecision among Polish students graduating universities. In Study 1, (...) attitudinal and identity statuses were analyzed as correlates of career procrastination. A path analysis conducted for the model, which was aimed to explain the influence of career self-efficacy and occupational commitment on career indecision, revealed its very good fitness. Those two independent variables explain 10% of career indecision variance. Stepwise multiple regression analyses conducted to ascertain relationship of five identity statuses to procrastination measure showed that Commitment Making and Ruminative Exploration are strongest predictor variables. In study 2, the stepwise multiple regression analyses conducted to ascertain the independent relationship of each of Big Five personality factor revealed that Neuroticism and Extraversion accounts of the most of explained variance of school-to-work transition procrastination. (shrink)

Artykuł analizuje Polesie F. A. Ossendowskiego w kontekście międzywojennego przekonania o egzotyczności tego regionu, które kumulowało się w metaforze „polskiej dżungli”. Pokazuje, w jaki sposób narracja reportażowa wchłaniała elementy ówczesnych dyskursów przyrodoznawczych, etnograficznych, militarnych oraz państwowych oraz na ile wpłynęły one na strategie reprezentacji literackiej. W jej ramach modernizacja Polesia była przedstawiona jako misja cywilizacyjna, ściśle sprzęgnięta z polonizacją mieszkańców tego obszaru.

a This is an outline of a coherence theory of law. Its basic ideas are: reasonable support and weighing of reasons. All the rest is commentary.a (TM) These words at the beginning of the preface of this book perfectly indicate what On Law and Reason is about. It is a theory about the nature of the law which emphasises the role of reason in the law and which refuses to limit the role of reason to the application of deductive logic. (...) In 1989, when the first edition of On Law and Reason appeared, this book was ground breaking for several reasons. It provided a rationalistic theory of the law in the language of analytic philosophy and based on a thorough understanding of the results, including technical ones, of analytic philosophy. That was not an obvious combination at the time of the booka (TM)s first appearance and still is not. The result is an analytical rigor that is usually associated with positivist theories of the law, combined with a philosophical position that is not natural law in a strict sense, but which shares with it the emphasis on the role of reason in determining what the law is. If only for this rare combination, On Law and Reason still deserves careful study. On Law and Reason also foreshadowed and influenced a development in the field of Legal Logic that would take place in the nineties of the 20th century, namely the development of non-monotonic (a defeasiblea (TM)) logics for the analysis of legal reasoning. In the new Introduction to this second edition, this aspect is explored in some more detail. (shrink)

According to international longitudinal studies, the quality of preschool education is of great importance for children’s further development. The modern research’s greatest interest in the field of studying the quality of preschool education is precisely the assessment of the relationship between the teacher and children as well as the teaching quality in kindergarten groups. In this regard, the Classroom Assessment Scoring System (CLASS) seems to be the one of the most relevant for the educational environment quality evaluation. The CLASS methodology (...) (which includes emotional support, classroom organization, and instrumental support) is based on the cultural-historical approach, which shows the interaction between students and adults as the main mechanism for child’s development. The aim of this study is to investigate the relationships between different aspects of the classroom organization quality in kindergarten groups and executive functions components (such as cognitive flexibility, inhibitory control, and working memory) in 5–6-year-old children. The quality of classroom interaction was measured by the CLASS. The study used the Dimensional Change Card Sort (DCCS) method to assess cognitive flexibility and the NEPSY-II subtests “Inhibition” to assess inhibitory control and “Memory for Designs” and “Sentences Repetition” to assess visuo-spatial and verbal working memory, respectively. The study was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. The study involved 26 kindergarten groups in Moscow. While conducting the research, extreme groups were identified (5 with low quality and 10 with high-quality levels of classroom interaction). Then, three kindergarten groups with low level (65 children) and three groups with high level (68 children) of interaction within classroom were selected and compared. The results revealed that children from groups with low level of classroom interaction have higher results in cognitive flexibility tasks when compared with children from groups with high level of interaction. Also, children from groups with high-quality classroom interaction demonstrated higher results in visuo-spatial working memory tasks and inhibitory control tasks as contrasted with children from low-quality groups. These findings attest to the importance of classroom interaction quality for the executive functions development in the preschool age. (shrink)

The State and the nation belong to the ideas created by the common consciousness, and at the same time, as a true forma formans, have connotations to the world of predominance, influencing the reality. There exist such strong connections, that their understanding is an intellectual duty of those who research nowadays the social links and try to explain them to the contemporary audience.